CONCLUSIONES Y RECOMENDACIONES GENERALES

54

own contribution Akubuiro (2004), found that students‟ attitude towards science subjects maybe positively related to their performance in these subjects. He also discovered that attitude contributed substantially more than other variables in predicting achievement. Gok and Sılay (2008) worked on the effects of directive and non-directive problem-solving on attitudes and achievement of students in a developmental science course; the result is that attitude becomes more positive after instruction.

Sule (2000) wrote that reports of studies carried out in America on problem-solving attitude and achievement in mathematics revealed that certain elements of behaviour were manifested by learners in the process of solving mathematical problems. He went further that the ability of individuals to solve problems is to a large extent dependent on the attitude that the individual learner develops towards problem-solving. He also reported that in the Nigerian context the result of a research work conducted on problem-solving attitudes and students‟ corresponding achievement in mathematics shows little evidence of correlation between students‟ attitudes and their ability to solve word problems in mathematics. While he found that there is a significant relationship between problem-solving attitudes of senior secondary school students and their level of academic achievement in the teacher made test in mathematics. Due to these controversial results the study looked into the influence of the problem-solving approaches on achievement in practical chemistry.

55

 Communicating- Using multimedia, written, graphs, images, or other means to share findings.

 Inferring- forming ideas to explain observations.

 Predicting- Developing an assumption of the expected outcome.

Integrated skills

 Experimenting- Carrying out an investigation.

 Interpreting data- Analyzing the results of an investigation.

This study concentrated on most of the basic skills such as Observing, Measuring, Inferring and Predicting and on the integrated skills- Experimenting and Interpreting data.

Problem-solving in chemistry is a scientific process of providing an answer to a solution of a given problem situation in chemistry. Ishola (2000), wrote that problem-solving in chemistry is an obstacle or barrier in the path from problem to solution. The barrier is lack of problem-solving skill which could help in solving the problem, for example a problem which requires students to determine the concentration of a particular solution in quantitative or volumetric analysis, requires the students to determine the mole ratio which is the number of moles acid, that is combining with the number of moles of base, the molar mass of the unknown solution and the expression which relates concentration to molar mass. Therefore problem-solving is a way of removing the barrier in the path of problem to solution. Discussions on problem-solving behaviour of students in chemistry seem to support the view that the difficulty which the students encounter in problem-solving is not merely due to lack of chemical knowledge, it is often with processes involved in the application of knowledge (Raimi and Fabiyi, 2008).

Several factors influence the abilities in solving problems, from the nature of the problem, to the learner‟s developmental level and their knowledge base, to motivation and problem-solving skills (Reid and Yang, 2002). Normah and Salleh (2006) discovered that students who can successfully solve a problem possess good reading skills, have the ability to compare and contrast various cases, can identify important aspects of a problem, can estimate and create analogies and attempt trying various strategies. “Problem-solving involves a higher level of information processing than the other functions and mobilizes perception, attention and memory in a concerted effort to reach a higher goal”. Due to the importance of problem-solving skills (chemistry process skills) which are needed in order to meet the present scientific and technological trend, the possession of these skills and the relationship with students‟ attitude to practical chemistry were examined.

56

2.9 Chemistry Process skills and achievement in Practical Chemistry

Science deals with an exploration into the known and unknown world to gather information, acquire knowledge, skills and attitudes necessary for individuals to live effectively in the society. For students to function as scientists, they must be trained in the basic skills and processes of science, including observing, measuring, classifying, identifying problems, collecting, analyzing and interpreting data, formulating hypothesis, experimentation, etc (Dogru, 2008). An examination of some science curricula currently in use in schools, show an emphasis on students involvement in science through practical activity in the classroom. This can be seen in the Nigerian Secondary School Science Projects (NSSP) in the different science subjects at the Senior Secondary School level. These offer a wide range of practical activities aimed at involving students in the processes of science, so that the theoretical concepts to which they are exposed are given meaning when students see their application in real life situations (Ige, 2003). Erinosho (2003) described laboratory work as often being dull and teacher directed and so students often fail to relate the laboratory work to other aspects of their learning. She went further that practical or laboratory work could be made more interesting and effective if students are involved in problem-solving, especially if problems have relevance to their daily lives.

Many surveys indicated that most of students are not able enough in acquiring knowledge independently and in the application of this knowledge to solve everyday life problems. Practical work is motivational that may be linked to the promotion of interest and social skills, involving students in the application of substantive knowledge and also in the development of experimental skills. This implies that students must be helped to have a sound knowledge base in the major disciplines of science, in the collection, validation, representation and interpretation of evidence, as well as in the development of scientific attitude. More importantly they need to be exposed to activities that will enable them effectively harness their experiences for use in solving problems confronting them on a daily basis (Adesoji, 2008). Ige, (2003) observed that in many secondary schools in Nigeria teachers give separate lessons for theory and for practical. Students do not have enough opportunities to effectively apply their theoretical knowledge of science concepts in practical situations. Nwagbo and Chukelu, (2012); Akale and Usman (1993) noted that there is the tendency of teachers to muddle up practical work with theory to the extent that practical work distorts students theoretical understanding of science content. They suggested that teachers should strive to help students integrate theory with the experience they gain in practical work to enable them achieve a better understanding of science. That the role played by the science teachers in practical work is crucial to the experience that students receive. Whether he assumes the position of a dispenser of knowledge while students observe and memorize facts or if he is a „guide to learning‟

57

so student can learn by doing. The mental processes and skills associated with science can only be acquired and developed when students actually participate in science instruction through practical experience. Usman (2000) showed that lack of adequate materials for practical activities is one of the reasons claimed by teachers for the constant use of traditional lecture method in teaching science. The use of problem-solving approach proffers advantages for science classes as it specifies in unmistakable terms what the students are expected to do at each stage. It also helps students apply their theoretical knowledge of science concepts and skills to practical problems (Ige 2003).

Senocak, Taskesenligil, and Sozbilir, (2007) found that there is probably a statistically significant difference between the problem based learning and conventional groups in terms of their attitude towards chemistry, skill development and conceptual understanding. InceAka and Aydogdu (2010) also discovered that problem-solving skills probably had significant effect on achievement.

Akubuilo (2004) stated that problem-solving instructional strategies, which may result in improved cognitive development, acquisition of skills and retention of subject learnt could lead to improved attitude towards solving life problems.

Numerous teaching methods can be used for problem-solving strategies. Therefore the investigation of students‟ attitude, behaviours, problem-solving knowledge and skills becomes important while solving a problem (Erdemir, 2009). Lack of problem-solving skills by the students was described by Reid and Yang (2002) as non-use of the different stages of problem-solving. That the teaching of problem-solving skills should be an integral part of science education. Also that to an extent, every problem requires the individual to possess information and to process this information in order to progress from a state of having a problem to the state of having a solution.

Students do not have an organized problem-solving strategy and therefore find problem-solving difficult generally. According to Ige (2001) and Adesoji (2008), clearer understanding of what constitute problem-solving skills would enhance the design of specific instructional activities and materials necessary for the development of these skills. They found that students had difficulty in defining problem in relation to relevant data for solving problems. They explained further that, a number of these students who had difficulties at the first two stages, lack organizational skills and that affected their overall performance. They stressed the need to train students to develop appropriate skills for solving problems using the appropriate problem-solving model.

Many tasks performed in professional and daily life require problem-solving abilities. These tasks could range from designing a product, solving management problem, analyzing a scientific problem like discharge of poisonous gases or predicting flooding in an ecological zone to opening a door with a jammed lock. Therefore incorporating problem-solving in science learning may be regarded as a step in the right direction as it would equip students with relevant knowledge, skills

58

and experience. Suggestions from research are that instructional methods should take into account the general strategies and methods of problem- solving, thus providing a tool to increase reasoning skills in the problem solver. Life is, in essence a continuous process of problem-solving and selection from available and/or created options. Nevertheless, problem-solving abilities or decision making capacities are valuable and precious skills not only in academia, but also in the world of business and industry and in daily living. Furthermore, in science these skills play an important role in the acquisition and organization of knowledge in a meaningful way (Cardellini, 2006). Due to the importance of chemistry process skills which are needed in order to meet the present scientific and technological trend, the possession of these skills and the relationship with achievement were examined.